Gender equality & mainstreaming toolkit for Pakistan ILO & HRDN

1,703 views
1,526 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,703
On SlideShare
0
From Embeds
0
Number of Embeds
226
Actions
Shares
0
Downloads
84
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Gender equality & mainstreaming toolkit for Pakistan ILO & HRDN

  1. 1. ASIAN DECENT WORK DECADE International Labour Organization Gender Equality & Mainstreaming Toolkit for Pakistan 1 2 3 4 Understanding the Gender Concepts ILO’s Role in Promoting Gender Equality at the Workplace Basics of Gender Equality & Mainstreaming Main Issues in the Labour Market of Pakistan 5 6 7 8 Green Jobs and Gender Equality Equal Opportunities & Treatment for Workers with Family Discrimination in Respect of Employment and Occupation Equal Treatment for Home Based Workers 9 10 11 12 Night worker Convention Equal Remuneration for Men and Women Workers 13 14 Skills Development and Learning Statistical Data Freedom of Association and Protection of the Right to Organize Collective Bargaining Towards Gender Parity in Pakistan (TGP) Project ILO Country Office for Pakistan
  2. 2. Gender Equality & Mainstreaming Toolkit for ToT in Pakistan Towards Gender Parity in Pakistan (TGP) Project ILO Country Office for Pakistan
  3. 3. Copyright © International Labour Organization 2011 First published 2011 Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright Convention. Nevertheless, short excerpts from them may be reproduced without authorization, on condition that the source is indicated. For rights of reproduction or translation, application should be made to ILO Publications (Rights and Permissions), International Labour Office, CH-1211 Geneva 22, Switzerland, or by email: pubdroit@ilo.org. The International Labour Office welcomes such applications. Libraries, institutions and other users registered with reproduction rights organizations may make copies in accordance with the licences issued to them for this purpose. Visit www.ifrro.org to find the reproduction rights organization in your country. Gender Equality & Mainstreaming / International Labour Organization ; ILO Country Office for Pakistan, Towards Gender Parity in Pakistan (TPG) Project. - Islamabad: ILO, 2011 xvi, 206 p. ISBN: 9789221259735 (print), 9789221259749 (web pdf) International Labour Organization; ILO Country Office for Pakistan gender equality / gender mainstreaming / role of ILO / ILO Convention / Pakistan 13.03.2 ILO Cataloguing in Publication Data The designations employed in ILO publications, which are in conformity with United Nations practice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of the International Labour Office concerning the legal status of any country, area or territory or of its authorities, or concerning the delimitation of its frontiers. The responsibility for opinions expressed in signed articles, studies and other contributions rests solely with their authors, and publication does not constitute an endorsement by the International Labour Office of the opinions expressed in them. Reference to names of firms and commercial products and processes does not imply their endorsement by the International Labour Office, and any failure to mention a particular firm, commercial product or process is not a sign of disapproval. ILO publications and electronic products can be obtained through major booksellers or ILO local offices in many countries, or direct from ILO Publications, International Labour Office, CH-1211 Geneva 22, Switzerland. Catalogues or lists of new publications are available free of charge from the above address, or by email: pubvente@ilo.org Visit our web site: www.ilo.org/publns Printed in Pakistan
  4. 4. FOREWORD The primary goal of the International Labour Organization (ILO), a specialised agency of United Nations, is to promote opportunities for women and men to obtain decent and productive work in conditions of freedom, equity, security and human dignity. The ILO is devoted to promoting social justice and internationally recognized human and labour rights, pursuing its founding mission that labour peace is essential to prosperity. Thus, the ILO considers gender equality in the world of work as a key element in its vision of Decent Work for All Women and Men for social and institutional change to bring about equity and growth. The main focus or thematic areas of the ILO on gender equality coincide with the organization's four strategic goals, which are to: promote fundamental principles and rights at work; create greater employment and income opportunities for women and men; enhance the coverage and effectiveness of social protection; and strengthen social dialogue and tripartism. The ILO believes that investment in gender equality and women empowerment is not only a right thing to do but a Smart thing to do. Today, Pakistan faces multiple challenges of low economic growth, humanitarian crises, internal and external security issues, and low social development indicators. Women in Pakistan continue to face constraints due to the prevalent socio-cultural norms that deny them equal access to facilities and opportunities. Pakistan still ranks 128 out of 182 on Human Development Index (2010), 124 out of 155 on Gender Development Index (2009) and 132 out of 134 on the Global Gender Gap Report (2009). Pakistan women have limited access to resources; restricted rights, limited mobility and somewhat muted voice in shaping decisions make them highly vulnerable. Women are increasingly joining the work force but often in the informal economy dominated by low paying and poorly protected jobs that pose threats to their reproductive health and consequently to the welfare of their families. During the reporting period waged and salaried employment increased by only 2.4 percentage points of the unemployed (15+), whilst own-account workers decreased by more than 7 percentage points. The proportion of those working excessive hours has declined slightly since 1999-2000 but only because the proportion of females in total employment, who work less than 30 hours has increased. The proportion of males working excessive hours has risen by 1.4 percentage points since 1999/2000. Despite recent gains in terms of employment and unemployment a clear gender gap is evident. The female labour force participation rate is 19.6 per cent as compared to males at 69.5 per cent. Women continue to be under-represented and under-utilised in the economy and labour market and tend to predominate as unpaid family workers in agriculture, and hold low paid, low skill jobs and at the lowest tiers of the industrial labour force in urban areas. Women counted as employed include employees, self employed, unpaid family workers and those generally engaged in low skilled, low wage economic activities. More than half of these women earn less than 60 per cent of men's incomes. The bulk of the female labour force is employed in the informal economy, and is not covered under legal protection and labour welfare institutional mechanisms. In the urban informal sector 67.5 per cent of women work as home-based or casual workers on low wages, or as domestic workers with iii
  5. 5. extremely low remuneration. Women generally appear to be mostly unaware of labour laws and do not have a collective voice, therefore unable to exercise their rights. For the ILO, Pakistan has been an important and active member and the government of Pakistan has ratified 34 ILO Conventions including C 100 and C 111, which indicates its commitment to pursue the attainment of high standards for its people, particularly for women. Pakistan's Government, Employers' and Workers' representatives have also repeatedly expressed their commitment to work for promotion of a right-based work environment. The ILO approach is grounded in the rights-based argument and the economic efficiency rationale: not only is gender equality in the world of work a matter of human rights and justice for workers, it also makes good business sense for employers and is instrumental in achieving economic growth and poverty reduction at national levels. The ILO is pleased to present to you the Toolkit named Gender Equality & Mainstreaming carried out by the ILO project entitled Towards Gender Parity in Pakistan (TGP) as part of its knowledge-creation for its tripartite constituents in Pakistan. One major objective for this project was to establish benchmarks from gender-perspective regarding various aspects of employment and to work more effectively towards achieving a marked change in the policies and practices. It is understood that decreasing poverty and inequalities is like chasing a moving target where with the ever increasing population there is a need for more efforts to uphold principles of social justice and rights-based decisions. For this to happen, joint efforts by all the partners, collaborators and institutions would be required and I am glad that the ILO has taken lead in forging such collaborations and coordination among key stakeholders. I would also like to extend my gratitude to the Government of Pakistan, Employers' Federation of Pakistan, Pakistan Workers' Federation and other partner organizations for their demonstrated commitment and immense support to us in our efforts for promotion of Decent Work in Pakistan. I congratulate the TGP project team of on their successful initiatives to develop a much-needed knowledge base on Pakistan labour market from gender perspective. I am sure these efforts would help ILO and its partners in taking steps towards taking gender equality endeavours to new heights. Thank you, Francesco d'Ovidio Country Director ILO Office for Pakistan iv
  6. 6. CONTENTS Foreword Acknowledgment Acronyms Introduction to the Training Manual iii vii viii ix PART - 1 01 Opening Session: The Art of Delivering Sessions The Art of Delivering Sessions 03 04 PART - 2 15 Role of ILO in Gender Equality & Mainstreaming Session 1: Understanding Gender Concepts Session 2: ILO s Role in Promoting Gender Equality at the Workplace Session 3: Basics of Gender Equality & Mainstreaming Session 4: Main Issues in the Labour Market of Pakistan (regarding Gender Equality) Session 5: Green Jobs and Gender Equality 17 19 30 48 52 73 PART - 3 79 ILO Conventions Session 6: ILO Convention No. 156 Equal Opportunities & Treatment for Workers with Family Responsibilities Session 7: ILO Convention No. 111 Discrimination in Respect of Employment and Occupation Session 8: ILO Convention No. 177 Equal Treatment for Home Based Workers Session 9: ILO Convention No. 171 Night worker Convention Session 10: ILO Convention No. 100 Equal Remuneration for Men and Women Workers Session 11: Freedom of Association and Protection of the Right to Organize ILO Convention No. 87 Session 12: Collective Bargaining ILO Convention No. 98 Session 13: Skills Development and Learning - ILO Convention No. 142 Session 14: Statistical Data - ILO Convention No. 160 80 81 94 110 128 134 152 170 180 192 v
  7. 7. vi
  8. 8. ACKNOWLEDGMENTS Gender equality and women's empowerment are vital for overcoming poverty, particularly in the context of Pakistan. Despite Pakistan's recent economic growth, there are extreme gender imbalances in the labour market. The ILO works to promote an understanding of the imperative links between decent work, poverty reduction and gender equality. For the ILO, Gender Equality means that men and women have equal rights for work of equal value and that there is a fair distribution of work-load, responsibilities, opportunities and income earning. The ILO has been committed to promoting the rights of women and men in the world of work and to achieving gender equality under the framework of its Decent Work Agenda. The Human Resource Development Network (HRDN) has been a strategic partner of the ILO in these efforts through various initiatives to promote gender equality in the world of work. HRDN has implemented a project on decent employment for newly graduated women titled W omen's Empowerment through Employment (WEE) , funded by USAID. Another project of HRDN titled Young Professionals Leadership Programme (YPLP) funded by the Royal Norwegian Embassy benefited women at the mid-career level to enhance their leadership skills for better career growth. HRDN, being a membership-based network with more than 850 individual and organizational members, reaches out to a wide cross section of society including the development sector, academia, civil society, government, the corporate sector and more. Career counseling for women is one of the top priorities of HRDN. In this effort, this Gender Toolkit has been compiled by HRDN for the ILO with the technical support of HRDN members Mr. Waqar Haider Awan, Ms. Rizwana Waraich and Ms. Robeela Bangash. The Toolkit is equipped with illustrations by Mr. Akhter Shah. It is designed to be a training manual for trainers. The manual has been reviewed and edited by professional social scientists Mr. Shaheer Ellahi and Ms. Sadia Ijaz in coordination with Ms. Shama Maqbool (ILO) and in consultation with the above mentioned respected members of HRDN. This has been an extremely well coordinated effort by the team with the continuous guidance of Mr. Saad Gilani at the ILO. The HRDN team and resource persons look forward to the successful use of this toolkit in reducing gender disparities in the labour market in particular and hope that it will contribute to gender equality in Pakistan. Fauzia Malik Executive Director Human Resource Development Network (HRDN) vii
  9. 9. ACRONYMS AASHA CBA CEDAW CEDPAs CIE CRC DWCP EFP FAO GEMS GEP GRAP HBWW IB ICT IICA ILO IMF IRO JICA LFPR LFS LMIS MDGs MoU MTDF NCCWD NCSW PARDEV PCHR PRSP SAP SCOPE SMEDA TGP TVET UN UNAIDS UNDP UNFPA UNICEF UNIDO UNIFEM USAID WEBCOP WIM viii Alliance Against Sexual Harassment at Workplace Collective Bargaining Agent Convention on the Elimination of all Forms of Discrimination Against Women Centre for Development and Population Activities Council of Indian Employers Convention on the Rights of the Child Decent Work Country Programme Employers Federation of Pakistan Food and Agriculture Organization Gender Mainstreaming Strategies Gender Equity Programme Gender Reform Action Plan Home Based Women Workers Institutional Building Information and Communication Technologies Inter-American Institute for Cooperation and Agriculture International Labour Organization International Monetary Fund Industrial Relations Ordinance Japan International Cooperation Agency Labour Force Participation Rate Labour Force Survey Labour Market Information System Millennium Development Goals Memorandum of Understanding Medium Term Development Framework National Commission on Child Welfare and Development National Commission on the Status of Women Partnerships and Development Cooperation Department Parliamentarians Commission on Human Rights Poverty Reduction Strategy Paper Structural Adjustment Programme Standing Conference of Public Sector Enterprise Small and Medium Enterprise Development Authority Towards Gender Parity in Pakistan Project Technical & Vocational Education & Training United Nations Joint UN Programme on AIDS United Nations Development Programme United Nations Population Fund United Nations Children s Fund United Nations Industrial Development Organization United Nations Development Fund for Women United States Agency for International Development Workers Employers Bilateral Council of Pakistan Women in Management
  10. 10. INTRODUCTION TO THE TOOLKIT This training manual on Gender Equality and Mainstreaming has been developed by the International Labour Organization (ILO) to facilitate workshop participants on the basic concepts and aspects of gender, gender equality and gender mainstreaming in the workplace. Moreover, the focus on the procedures required to impart knowledge about Gender Mainstreaming and the importance of gender sensitization in the development of a society and for behavioral change is also streamlined in the manual in a structured manner. All the resource material is incorporated in a way which helps the audience to find the maximum amount of relevant information on the subject matter, especially focusing on the current scenarios in Pakistan. Each session within the manual has its own set of learning objectives but more specifically, the main objective is to improve the knowledge, attitudes and skills of development and Government professionals to create gender sensitive institutions, policies, programs, and projects. The overall objectives of the training manual are: ? To enhance the capabilities and knowledge of the audience on the concept of gender ? To increase sensitivity about a broad range of gender issues at the personal, interpersonal, community and organizational levels ? To develop an understanding on national policies, frameworks and reforms with respect to gender equality and mainstreaming (focused on the workplace) ? To provide sufficient information regarding the ILO and its participation in gender equality and mainstreaming ? To provide brief information on current issues and reforms in the labour market of Pakistan ? To enable participants (of a workshop) to learn more about the ILO Conventions relevant to Gender Equality While designing the training manual, the emphasis was to provide step by step guidelines to the trainers for effective execution and smooth delivery of the sessions. For this purpose each session includes the following information: ? Title of the Session ? Introduction to the Session ? Objectives ? Target Audience ? Duration of the Session ? Materials ? Methodology ? Preparation before Training ? Expected Outcome The manual is divided into two parts; the first part focuses on the introductory and conceptual sessions as well as the ILO s role regarding gender equality. The second part consists of the relevant ILO Conventions. The sessions include case studies, videos, ideas for brainstorming, buzz groups and activity-based group ix
  11. 11. work for the participants practical learning. For the effective delivery of the training, it is important for the trainers to read the manual thoroughly and familiarize themselves with the contents and the essence of the subject matter. A. Guidelines for Facilitators These guidelines are intended to help the workshop facilitators/coordinators to understand and achieve the learning objectives of the workshop through the discussions and exercises. The facilitators are tasked with monitoring and steering each session s learning process. Unlike a traditional teacher or trainer, they are not responsible for leading the groups to any specific conclusions or understanding. Rather, their responsibility is to create a space for workshop participants to mutually learn from the ideas and experiences; disagree within a safe and gender friendly environment and work together to come to a consensus. This can be achieved through careful pre-preparation of the training material, room set-up and other arrangements and by engaging in facilitation tactics that promote mutual respect, thoughtful discussion and an atmosphere of collaboration. B. Learning Objectives Inclusive, participatory, and horizontal leadership rests on the ability to engage in certain leadership strategies, most importantly: communication, listening, building consensus, creating shared meaning and developing learning partnerships. These strategies are among those addressed in the workshop sessions. At various points during the workshop you may wish to discuss the meaning and relevance of these concepts in greater detail. Communication: Effective communication is vital for leadership. Leaders must be skilled at conveying their ideas and goals to others. Good leaders are good at observing, listening, articulating, and communicating. For this reason, the workshop sessions emphasize strengthening communication skills. The initial sessions focus on self and personal communication skills and the later sessions address communication within teams and between institutions. Listening: Leaders get strength by listening to the perspectives and objectives of others. Listening is not confined to hearing what a supervisor, colleague, or competitor says but includes valuing and giving credit to their suggestions and opinions. An effective listener, like an effective leader, is one who learns from what she/he hears. Building Consensus: Building consensus is an important decision-making process for successful leadership. Through dialogue, individuals within groups, teams, or larger organizations come to understand the points upon which they agree. Decisions are formulated with a mutual understanding of options and possibilities. Where differences of opinion remain, no action is taken by the group. Although at times consensus building can be frustrating and time-consuming, it leads to agreed-upon decisions that everyone can support and follow. Creating Shared Meaning: Small groups and large institutions can benefit from the creation of shared meaning. Through dialogue, consensus building, and shared experience, a core set of values and principles evolves in which everyone has to some degree, participated in formulating and in which everyone has a stake. Shared meaning is an adaptive and flexible approach to goal setting that is influenced by a group's composition and the passage of time. When a group creates shared meaning, each member operates within a framework in which she/he shares ownership and responsibility. x
  12. 12. Developing Learning Partnerships: The outcome of a partnership reflects the thinking and activities of its participants. An institution whose members execute directions efficiently and effectively is not a learning partnership if the participants do not question the relevance of their activities, evaluate their capacity for improvement, or share the lessons they have learned. Developing a learning partnership is an inwardlooking, collective-learning approach to institutional development. It involves self- awareness and selfreflection as well as group-awareness and group reflection for the individuals carrying out the partnership's purpose and activities. Hence, a learning partnership is one in which the participants interactions result in reflection, evaluation, and knowledge that enhances and/or accelerates reaching the partnership's objectives. Learning partnerships create dynamic, participatory, and highly productive working environments in which everyone gains knowledge while learning to increase their own and the partnership's capabilities. C. Role of the Facilitator: An effective facilitator listens and learns along with the workshop participants. Your role is to organize the meetings and guide the participants through the workshop exercises. You do not need to be an expert on leadership or know all the answers. Successful discussions will result in input from all the group members. Directing Conversation: Sometimes you may wish to steer the group's conversation in a new direction through thoughtful inquiry. Your job is not to direct the outcome of conversations but merely to steer the direction of the discussion while keeping in mind that there are no correct or more valid opinions. In this way you can ensure that everyone contributes to the learning and knowledge sharing. A good facilitator creates a trusting, neutral environment in which everyone feels safe to express their honest opinion without being judged or attacked. This includes helping participants to feel comfortable enough to disagree with others in a thoughtful and respectful manner. Do not be concerned if there are lengthy silences between comments. These periods are moments when participants can pause for reflection and summon the confidence to speak up. Stimulating Discussion: Sessions and questions throughout this manual have been posed to stimulate discussion and debate. The questions are meant only as guidelines to lead the group to explore diverse topics and themes. As long as the group is engaging in relevant and valuable discussions, you should feel free to let conversations deviate from the posed questions. Moreover, you may decide to use different methods of setting up the exercises or tactics for posing questions than are described in this manual. If you have identified individual participants who may be shy or lack the courage to speak up, you can always suggest your own opinion and ask one of them to comment on what you said. So long as you remain sensitive to the needs of the individual participants and to those of the group, are tactful and affirming, and share the responsibility for learning, you are partaking in effective facilitation. Keeping to the Agenda: At times, a facilitator can best guide a discussion by being an effective timekeeper and reminding the group of the session's agenda. Although workshop group sizes will vary, it is almost always helpful to encourage participants to keep their comments relatively short, not letting one person or a few people monopolize the conversation. This is particularly necessary for those exercises that involve interventions or storytelling from every participant. A diplomatic way to remind participants to keep their comments relevant to the topic being discussed is to direct your suggestions and instructions to the whole group rather than singling out an individual. Also, consider encouraging participants to listen to what the others are saying and to build upon previous comments. Sharing Responsibility: Though you are responsible for guiding each workshop session to completion, you xi
  13. 13. do not need to be in charge of every activity or facilitate every discussion. Sharing responsibility can and should be part of organizing the workshop sessions. A simple step is to encourage participants to volunteer to take notes for the group, or to read aloud instructions or narratives from the manual, and/or to facilitate the discussions. Reassuring a participant that she should not worry about her spelling if she is taking notes, or her pronunciation if she is reading aloud, can go a long way toward making her feel comfortable and inspiring others to volunteer. Joining In: It is up to you whether you want to join in discussions or not. However, keep in mind that because you are organizing each session and are to some extent "in control," participants may give added weight to your opinions and suggestions. Therefore, it is important that you limit your interventions and that when you do express an opinion you qualify it as your own perspective and not the only perspective. Enjoying Yourself: Remember that you are also participating in the workshop to gain knowledge and to have fun. D. Workshop Participants: This training manual is designed for Government employees, employers and community representatives who can play an effective and efficient role in bringing about a positive change in organizations, institutions, policies and frameworks with respect to gender equality at workplace. Role of the Participants: Participants come to workshops for a variety of reasons, and with a wide spectrum of preconceptions and expectations about what will take place. Regardless of their level of experience or professional status, the participant s role is to be both student and teacher, to learn as well as to share knowledge. Workshop sessions are most successful when participants listen attentively, ask questions, and challenge assumptions. Participants are responsible for contributing to discussions, working collaboratively in partnerships or as part of a larger team, and evaluating the process and progress of the sessions. Everyone participating in the workshop will benefit by contributing to a gracious and respectful atmosphere during the workshop. E. Methodology Experiential Activities: A large number of experiential activities will be used to explain difficult concepts to participants with ease. The learning-by-doing exercises include energizers which will be used to achieve the learning objectives and maintain the interest of participants. Group Work: Participants will frequently be divided into groups and asked to complete tasks designed to facilitate their learning, including experience sharing and solving specific problems. Mentoring: In addition to group interactive workshop sessions a number of one-on-one coaching and mentoring sessions will be held which will allow participants to seek individual clarification on key concepts as well as gain feedback and suggestions for improvement. Energizers: Short interactive exercises will be implemented during the course of the workshop in order to break boredom as well as to stimulate learning. Energizers will provide participants with some laughter and energy allowing them to continue with the workshop with a refreshed and clearer focus. xii
  14. 14. F. Material Required for the Training Sessions: Equipment and Aids: Multi-media/over-head projector & screen Still camera, video camera, reels of film and cassettes Flip-chart stand/ soft boards Check that all of these pieces of equipment are operational, placed in appropriate locations and easily visible, at least half an hour before the start of each session. Stationery: Permanent markers in 4 colors White Board Markers in 4 colors Flip charts White Board for Flip Charts Soft Board Spiral-bound notebooks / writing pads (including some spares) Double ring file with colored separators for handouts Ball pens and pencils Scissors Masking Tape (1 inch and 3 inches) Stapler with Pins Punch Machine Paper Clips Zopp Cards (4 colours) Brown sheets Glue sticks Thumb Pins Name tags Any other material required in a session. G. Prepare Handouts and Background Reading Materials: You will also find handouts in the manual that you can copy and distribute in the course of your training. In addition you can consult some other useful manuals and case studies which are available on several websites. H. Evaluation: At the end of every training course, you should ask participants to evaluate the training. The evaluation method can vary according to the length of the training course. If you have delivered a very short training course (e.g. one day), you could ask participants to take two coloured cards and to write down on one what I have learnt today , and on the other what I felt was missing today . After a longer training course, you may xiii
  15. 15. find it more useful to distribute a questionnaire with questions regarding major training components that has to be filled in by participants. This allows participants to make a more detailed evaluation of the training. You should always analyze the results of such questionnaires carefully and take on board any useful comments. There is always scope for improvement in your next training course. I. Preparation for a Workshop: Session Objectives: Register the participants to the program Create a welcoming environment for the participants by introducing them to each other and the workshop team Steps: 1. Check the workshop room, seating arrangements, stationery and support materials for the workshop 2. Set-up a Registration Desk . Ensure that the Registration Desk is equipped with the following: a signboard that states Registration Desk and the title of the Workshop, material for the participants, Registration Forms (fill out the information for each trainee / participant, so that they do not have to fill out all the details, but can check and validate the given information). 3. As the participants arrive, have them sign against their names on the Registration Form. Hand out the Name Tags, and ask the participants to put them on. Ask the participants to proceed to the workshop hall. 4. Once all or the majority of the participants are seated in the workshop hall, invite the key stakeholders, i.e. counterpart/s, representative/s, and the Coordinator to make short opening and introductory speeches to explain the purpose, rationale, importance and objectives of the workshop. Make sure that the speakers are fully informed prior to the workshop about the objective, participants background, date, venue and time allocated for the speech. J. Session Zero: Getting to know each other Objectives: Participants will be able to; get to know each other and break down initial interpersonal communication barriers; address each other by their preferred name; describe basic characteristics of at least one person in the group; and express positive feelings about the expected outcomes of the workshop Methodology: Group work and plenary discussions Material: Paper strip with statement cut in half, flip charts, white board, permanent and board markers, handout of workshop objective and agenda. Duration: 60 minutes xiv
  16. 16. Steps: 1. Distribute a slip of paper that contains a statement on any women s issue. The strip would have been cut in half in various ways so that each piece can only be matched with its original mate. For example: If you have not heard her story.......... or .........you have heard only half of history 2. Tell participants that they must find the matching half to the piece of paper they are holding. When they find the right match, they form a pair with the person who has the matching piece. Each person in the pair interviews the other to know answers to the following: What is your name? What does your name mean? Who gave it to you? What name do you prefer to be called? What kind of work do you do? How does your gender affect your life and work? 3. Now each person in each pair introduces his or her partner to the larger group. 4. The facilitator summarizes each pair s response and emphasizes the importance of participants remembering each other s names. 5. Ensure that the trainer and workshop coordination team has an opportunity to interact with everyone. 6. Tell the participants that a workshop is effective only when those who attend are assured that Trainers can meet their expectations. To give the participants some idea of the overall scope of this workshop, refer to the workshop title. 7. Tell the participants that as a first step they will identify and share their expectations from this workshop. Ask each participant to list on their writing pads at least three expectations. Give them 5-6 minutes for this task. When all the participants have noted their individual expectations, ask them to pair up in a buzz group and through a 5-minute discussion, shortlist three expectations. 8. Put up flip charts on the wall/board and after 5 minutes, ask each pair to contribute their expectations. 9. Now present the goal and objectives of the workshop within the context of the expectations identified and listed before. 10. Explain how the goal and objectives of the workshop are translated into the workshop agenda. Briefly detail the workshop agenda in a way that provides excitement, anticipation and encourages participants to invest in the workshop. Where possible align the agenda with the expectations of the participants. 11. Ask participants about the workshop norms and note on the flipcharts. Encourage participants to follow the norms throughout the workshop. xv
  17. 17. xvi
  18. 18. PART - 1 THE ART OF DELIVERING SESSIONS
  19. 19. THE ART OF DELIVERING SESSIONS Opening Session : Understanding the Art of Delivering Sessions Introduction: This session intends to introduce the basic concepts of delivering training sessions in an effective and efficient manner. Objective: This session will: ? Introduce the key concepts of delivering training sessions ? Introduce the concept of designing new training sessions ? Help to design the presentations according to the training manual ? Discuss and polish the key skills to deliver training sessions Duration: 120 minutes Material: Multimedia projector and screen, written instructions, paper and pencils, paper and masking tape Methodology: Interactive discussions, role play, practical activities Preparation before Training: Activity Instructions Expected Results: Participants have sufficient knowledge and a clear idea regarding the basic concepts and skills required to conduct the training sessions in an efficient and effective manner. 03
  20. 20. Opening Session: THE ART OF DELIVERING SESSIONS CONCEPT A training presentation is any organized activity designed to bring about change in an employee s on-the-job skills, knowledge, or attitude. Its purpose is to meet a specific need. ESTABLISH AND MAINTAIN CREDIBILTY A skilled trainer inspires learners to learn. By demonstrating expertise in the content area, using strong training skills, and describing clearly how the course goals and learning objectives relate to improving the learners work performance, the trainer establishes credibility and thus inspires learners. IMPORTANCE OF SESSIONS ? The presentation may be designed to help an employee acquire a new skill. Skills are psychomotor abilities such as the capability to operate a computer, to use a copier, to listen effectively, to write good business letters or to supervise staff. Skills are actions that can be acquired and observed. ? The presentation may be designed to provide an employee with additional knowledge. Knowledge is cognitive ability; it is what an employee understands and can apply to his/her job. Understanding the mechanics of market research or knowing the principles of accounting are examples of the knowledge necessary for certain jobs. Knowledge is less quantifiable and observable than skills. ? The presentation may be designed to affect an employee s attitude. You cannot teach attitude yet attitude is an important factor in the learning process and in the affective (feeling) domain. As a presenter, you may generally accept that how people feel about what they are doing and about the organization for which they work affects their performance. EFFECTIVE SESSION DESIGN The design of the training program can be undertaken only when a clear training objective has been produced. The training objective identifies what goal has to be achieved by the end of training program i.e. what the trainees are expected to be able to do at the end of their training. Training objectives assist trainers to design the training program. 1. The trainer: Before starting a training program, a trainer analyzes his/her technical, interpersonal, and judgmental skills in order to deliver quality content to trainees. 2. The trainees: A good training design requires close scrutiny of the trainees and their profiles. Age, experience, needs and expectations of the trainees are some of the important factors that affect training design. 3. Training climate: A good training climate comprises of ambience, tone, feelings, positive perception for training program, etc. When the climate is favorable it is likely that nothing will go wrong but when the climate is unfavorable, almost 04
  21. 21. everything goes wrong. 4. Trainees learning style: The learning style, age, experience and educational background of trainees must be kept in mind in order to get the right pitch to the design of the program. 5. Training strategies: Once the training objective has been identified, the trainer translates it into specific training areas and modules. The trainer prepares a priority list of what must be included and what could be included. 6. Training Topics: After formulating a strategy, the trainer decides on the content to be delivered. Trainers break the content into headings, topics, ad modules. These topics and modules are then classified into information, knowledge, skills, and attitudes. The contents are then sequenced in the following manner: ? From simple to complex ? Topics are arranged in terms of their relative importance ? From the known to the unknown ? From the general to the specific ? Identify dependent relationships between topics Training tactics Once the objectives and the strategy of the training program are clear, the trainer is in a position to select the most appropriate methods and techniques. The selection method depends on the following factors: ? Trainees background ? Time allocated ? Style preference of the trainer ? Level of competence of the trainer ? Availability of facilities and resources. 7. Support facilities: These can be segregated into printed and audio-visual. The various requirements in a training program are white boards, flip charts, and markers. 8. Constraints: The various constraints that exist in the trainer s mind are: ? Time ? Accommodation, facilities and their availability ? Furnishings and equipment ? Budget ? Design of the training 05
  22. 22. CHALLENGES FOR THE TRAINER Trainers need specific skills in order to run successful training sessions. 1. Conscious Confidence: A successful presenter, first of all, knows him/herself. Based on what they know about themselves, they develop their potential, their own style, and their self-esteem. Self-esteem is combination of: Self-knowledge: this is who I am Self confidence: this is what I can do Self-worth: what I can do and say is important. The presenter must first of all be conscious of personal style. Personal style is the way a presenter can interpret, organize and package a topic. Conscious means being aware of biases, attitude and language choices. A good presenter never speaks above the understanding level of the audience nor under estimates his/her audience. The presenter must be careful in selecting words, so there will be no embarrassment about the choice of terminology and expression. The presenter must feel that she/he is valuable and can make a unique contribution. 2. Fears and Fantasies: Fear is natural. We all have faced or will face a situation that provokes fears. Statistics prove that no one has ever died of the fear of making a presentation. The following are some of the greatest fears: Fear of failure: which is actually the fear of rejection? We fear being rejected by the audience and/or by our peers. Fear of success, which is actually a form of guilt. We feel guilty that we are successful when others are not. Or we feel guilty that our presentation was successful and forget that we worked hard at ensuring its success. Fear of catastrophic danger, which is the built in fight or flight instinct. This particular fear causes the physiological changes of increased heart rate, sweating and anxiety. Fear of the unknown: this is associated with the fear of change. Although change is an inevitable process of life, we do not naturally like it and certainly do not welcome change with the open arms. As humans we seek to maintain predictable patterns of behavior, and therefore to change is to become different and is sometimes feared. Handling fear correctly can serve as an energy boost to presenter presentation. The presenter can use the following tips to overcome fears during presentations: To feel brave. Concentrate on the subject of presentation. Plan to enjoy yourself. Do not call your feelings fear, call them excitement 06
  23. 23. Do isometric exercises while waiting for your introduction. Curl your toes inside your shoes to release nervous energy. Concentrate on your breathing. Do not do deep-breathing exercises, but concentrate on breathing rhythmically. A trainer can manage fear by controlling the material that must be presented. In preparing a presentation, first limit the topic to one specific idea. Select specific material suited to that limited purpose. Arrange material, illustrations, examples, acts, and statistics in a coherent order. 3. Skills in developing rapport: A trainer who builds a good relationship with participants is more likely to succeed in engaging and communicating well with them. Practical ways to build a good relationship with participants include: knowing them by their first name, knowing their strengths and weaknesses and spending informal time with them during the course. A trainer should be able to relate to many types of people and be able to encourage them to contribute. A trainer who develops good rapport with participants is in a better position to encourage them to take responsibility for their own learning. 4. Cultural sensitivity: Trainers need to be aware of what views and approaches are acceptable in different cultures and how to adapt the training to reflect these views. For example, in some communities women do not stand to express their views in front of men, and if they do speak in front of men they do not face them. In that case the training could be adapted by sitting participants in small circles, with either men or women, and everyone (including the trainer) could remain seated while speaking. 5. Perception: Good trainers perceive participants verbal and non-verbal messages. During the training, it is useful to check that trainers and participants are communicating well and that participants understand the purpose and content of the training course. 6. Meeting expectations: Training usually has an agenda with specific learning outcomes. However, even if objectives and outcomes have been communicated well in advance, some participants may have different expectations. Before the training starts, ask participants about their expectations and try to ensure that these are addressed. If expectations cannot be addressed, explain why. Some expectations may go beyond your ability as a trainer or beyond the purpose of the training: do not hesitate to state your limits. 7. Group dynamics: Group dynamics (how people in the group relate to each other) are a key challenge. In all groups, the levels of skill, competency and responsibility will vary and this variation is often reflected in people s enthusiasm and level of participation. A trainer needs to acknowledge these differences and ensure that everyone is involved. 8. Physical environment: Trainers need to consider the physical environment. Should learning take place in a classroom or outside? How should seating be arranged? In a large circle or in several small circles? Do you have the materials you need for practical activities? Are there enough materials for all participants? 07
  24. 24. 9. Time available: Mornings are a good time for learning theory, whereas afternoons and evenings, when people are often tired and find it harder to concentrate, are good for group work, practical activities or site visits. It is also important to build in time for breaks and meals and to be aware of any cultural needs (such as a break for prayers). If the course is residential, remember to include time for social activities, so participants can relax. 10. Dealing with dominating participants: There are several ways to deal with people who dominate discussions and activities: at the start, set ground rules that allow quieter members to contribute. For example, ask people to contribute only one idea at a time and then wait until three other people have contributed their ideas before speaking again. Address questions to the quieter members of the group. Engage dominant people in activities that make it clear that you value their contribution, but which keep them quiet (for example, asking them to write up notes of discussions on flip charts). Ask each member of the group in turn for their views on a subject. Dos and Don ts of Training The following dos and don ts should ALWAYS be kept in mind by the trainer during any learning session. DOs Do maintain good eye contact. Do prepare in advance. Do involve participants. Do use visual aids. Do speak clearly. Do speak loudly enough. Do encourage questions. Do recap at the end of each session. Do bridge from one topic to the next. Do encourage participation. Do write clearly and boldly. Do summarize. Do use logical sequencing of topics. Do use good time management. Do K.I.S. (Keep It Simple). Do give feedback. Do position visuals so everyone can see them. Do avoid distracting personal mannerisms and other distractions in the room. Do be aware of the participants body language. Do keep the group focused on the task. Do provide clear instructions. Do check to see if your instructions are understood. 08
  25. 25. Do evaluate as you go. Do be patient. DON Ts Don t talk to the flip chart. Don t block the visual aids. Don t stand in one spot move around the room. Don t ignore the participants comments and feedback (verbal and non-verbal). Don t read from the curriculum. Don t shout at the participants. BREAKING THE ICE Introductions are a form of icebreaker, yet sometimes it is helpful to use an icebreaker activity. With large groups, it is not always easy to include an icebreaker or hold introductions, especially when a training starts late or takes place in classroom set-up, or if time is short. The trainer must exercise good judgment about time constraints and use common sense. However, it may be helpful to think about using an icebreaker if time permits and: Participants do not know each other well. A wide variety of positions, types of work, backgrounds and educational levels are represented in the audience. There might be tensions among participants. The audience is reasonably small. Participants are diverse. If using an icebreaker, here are a few tips: For a one-day or half-day training, keep icebreakers short and simple: ten minutes or less. Use icebreakers with a diversity theme. When the icebreaker is done, try and get participants to suggest the point of the exercise. When several have offered their views, synthesize them into a message. Most icebreakers are copyrighted materials. Many are available in books and other resources. TRAINING METHODS FOR TRAINER A trainer s primary role is to help participants learn. A good trainer encourages participants to discover things and learn for themselves. Three things can help to stimulate participants curiosity: Involving people as active participants in the learning process, rather than passive recipients of information. Ensuring the training is relevant to the participants day-to-day work. Using a variety of media and methods. When planning a training, always focus on the training objectives or learning outcomes. These are what you want people to learn and what the participants need. When considering what training methods to use, consider which method is best suited to what you are trying to communicate. For example, when training people to give mouth to mouth resuscitation is it best to use pictures, a lecture, handouts or a demonstration 09
  26. 26. using a model? The training methods you choose should also reflect the needs and abilities of the participants. For example, there is no point in giving people lots of handouts if they have difficulty reading. 1. Talks and lectures Talks and lectures given by a trainer help the trainer to pass on information in a pre-planned and organized manner. However, they can become boring for participants unless they are kept short and are well delivered. When preparing a talk or lecture break down what you want to say into a number of points. Keep it short, illustrate your talk with visual aids, write down your talk or use prompt cards. Don t make it up on the spot. 2. Discussions To be useful, a discussion has to involve participants. To ensure that this happens, trainers and participants must agree on ground rules for the discussion. The best way to do this is to ask the group what they think the ground rules should be, and then write them on a large piece of paper where everyone can see them. The trainer and participants can then remind people of the ground rules if they are broken during the discussion. Ground rules may include statements like: respect opinions only one person should talk at a time keep to the subject no shouting everyone should contribute. Discussions are more successful if they have a purpose and a focus. Discussions that are too general often result in people going off the subject. To focus a discussion, start it by using a visual aid, a video or some other training materials. Then ask questions like: What is happening in the picture/video? Why is this happening? Have you experienced things like this in your work? Discussions are useful because they enable participants to: learn from each other ask questions about things they do not understand ask questions about things they are most interested in. The trainer s role is to encourage others to talk: a good trainer only talks a little and directs the discussions of participants. It is useful to note key points during the discussion and to summarize the main outcomes of a discussion at the end of the session. 3. Practical activities Practical activities may include a trainer showing participants how to do something; participants performing tasks while the trainer observes them, or site visits to see new equipment or facilities. Practical activities can help participants to relate training to their jobs. Practical activities can be used after a theory session, so people can put the theory they have learned into practice. The disadvantages of site visits are that the workplace can often be noisy and full of distractions or the people working there may be too busy to talk with participants, which can prevent participants from learning. Also, such visits can be time consuming and costly. 4. Role play Role play is the practice of participants or trainers acting out real life situations. 1. Demonstrate 10
  27. 27. Role play can be used to demonstrate skills. Trainers can do this by taking part in the role play themselves, or by pointing out what participants do well and not so well in the role play. 2. Practice Role play can give people the chance to practice skills they have learned in training. 3. Stimulate discussion Role play can stimulate discussion and raise awareness. ADMINISTRATIVE ISSUES The presenter starts the presentation with a brief orientation about starting and ending times, breaks, telephone calls and messages. Here is an effective process: State the objectives of the presentation, timing and agenda. Acquaint the audience with the materials to be used and explain that the workbook is theirs to keep and to write in, and that each topic will be summarized on overheads and handouts. Provide an overview of the presentation, topics and subtopics and methodology. Address the expectations of the participants regarding assignments and levels of participation. TRAINING MATERIALS 1. Adapting training materials Training materials are usually designed for a well-defined audience or assumed use. These assumptions can include the age, sex or group profile of the participants or the objective for which the material has been defined. Materials may need to be adapted to suit particular participants or objectives. Materials make assumptions about trainers, including their ability to be creative and adapt the materials, to set an appropriate timetable for training, and to think of appropriate methods and questions. They also assume that trainers know their subject matter. To use training materials effectively, trainers should view using the materials as a means to an end and not an end in itself. Training materials are one tool at the trainer s disposal, but in themselves they do not constitute a training session. Before using any training material, trainers should ask themselves three questions: 1. Is using the material the best way to help participants understand the facts and so help me achieve my objective? 2. How much time does it need? 3. What adaptations do I need to make to the material to help it fit my objective? Try to test the material before using it in a training. This means discussing it with people you will be training, or their managers, to see if it is relevant and likely to meet their needs. As noted earlier, training that includes practical activities can be very successful. Most people learn more when they are doing something than when they are only listening. Selecting training materials and methods is very important. When choosing training activities, trainers should consider the needs of participants (e.g. are they literate, do they have traditions of story-telling or street theatre) and the resources available. Trainers should also consider the practical aspects of using different types of training materials. For example, if you plan to use videos in a training session make sure there is electricity and a television available. Similarly, if you plan to use a CD-ROM or the Internet make sure you have access to a computer. In many areas low-cost 09
  28. 28. training aids are the best option. 2. Training manuals and books Training manuals and books are usually the main source of information for trainers. They can help trainers to get access to the expertise and knowledge of other people. They are useful for participants because they can be referred to after the training course. However, it is often too expensive to give each participant a training manual to take away. Trainers should bear in mind that manuals may need to be adapted to meet local needs. While many manuals and activity plans include suggestions that they should be adapted to meet local needs , this requires special skills and is very time consuming. Trainers themselves may need training in this area before they can adapt materials effectively. When adapting materials, remember the level of information that your participants need and will understand. Do not give them too little or too much information. Try to use training materials that: look attractive are easy to use that is, are simple, readable and understandable have illustrations that are clear and appropriate. 3. Visual aids Pictures, such as drawings, photographs, pictures cut out of books or magazines or other visual aids can help people to remember things. They can also be used to start discussions. Visual aids may be pictures, but they can also be real objects. Never use a picture if you can use the real thing. For example, do not show a picture of a condom if you can show a real condom. Visual aids can also be models. Other types of visual aids include: ? ? Flashcards: A series of cards, with words or pictures, which are shown to a group to stimulate discussion. ? Flip charts: Large sheets of paper with key points that can be used to stimulate discussion. ? Slides or overheads: Shown using a projector. When choosing visual aids remember to take into account local, social, cultural and religious beliefs and practices. Also, choose visual aids relevant to the topic of the training session, the experience of the participants and the size of the group. Sometimes it is best to use visual aids that are specifically designed for teaching. Sometimes people learn more when they create their own visual aids. ? Videos: Videos are useful for holding the attention of participants and generating discussion. Used on their own they are not effective as a method of teaching, but they can be used with other methods. They are also useful for introducing a subject. Before showing a video explain what it is about, and discuss it with participants afterwards. Videos often come with facilitator guides that contain background information, questions to use in a training session and suggestions for activities. There are practical considerations when showing a video: a video shown on a small screen is not suitable for a group of more than 20 people and videos need to be shown in a darkened area. ? 12 Wall charts: Pictures, diagrams or graphs that are put on a wall. They can include more information than posters because the trainer is there to explain them. CD-ROMs: CD-ROMs (compact disc read-only memory) can be a useful training tool if you have access to computers. CD-ROMs can hold up to 360,000 printed pages of text and are a popular way of storing large collections of information such as databases and encyclopedias. Some CD-ROMs include audio and interactive material, and question and answer sessions that can help to assess
  29. 29. how much people have learned. Remember if you have 10 participants and only one computer, not all participants will be able to see the screen if the computer is used in a group activity. Instead, if possible, let participants take turns using the computer during breaks or after the training finishes for the day. ? Handouts: There are many types of handouts. They can be a brief written summary of points made during the training or additional background information on a subject (this may be a photocopied page from a book). These types of handouts are usually given out after talks. Others, such as those explaining an activity or practical task, are given out at the beginning of a training session. Handouts can usefully include diagrams. Tips for using summary handouts: + Tell people that you will give them a handout at the end of the talk, so they listen to you rather than spend time trying to write notes. + Handouts should only be used in conjunction with other training methods, such as a talk. + Think of summary handouts as reminders. Keep them short and simple. TIME CONSIDERATIONS Running Ahead: Your presentation sets up a dialogue with the audience. Establish your presentation pace but be sensitive to the listening/learning rates of the audience. As they respond to you, make small adjustments in your script and your style of delivery, tailoring it to their responses. It is necessary to establish an appropriate sense of timing and maintain a teaching rhythm to define your objectives and process, as well as to be appropriate for the needs of your audience. If the thing you dread most happens - if the audience seems bored - move faster and risk more, not less. Find a few sympathetic faces and judge their responses. Raise the dramatic level of your delivery. More frequent breaks may improve the flow of a presentation, if, for example, there is only one 15- minute break in the morning and one in the afternoon. There should be five to seven minutes breaks in every hour, along with controlled stretch breaks where participants can do stand-up activities. Audiences feel more fresh and energized if they have taken multiple shorter breaks as a result of changes in pace and physical position. The afternoon is the worst time of the day, and the first fifteen minutes after lunch is biggest challenge. Some common problems are: Digesting large lunches Sense of the timetable is lost so people arrive late All morning material escapes the memory Energy levels are at their lowest point. Some way to overcome this problem: Review the previous material and introduce new material Create small work groups Assign a problem-solving task for participants to work on which they must share with the entire group. Another way to energize the group is to get them to greet each other and to take the time to say hello. 13
  30. 30. FINAL CLOSING All trainers hope to end their presentations at the planned time. To ensure success, remember the 2P s: PLANNING and PACING 1. Planning: This means having a firm understanding of where the trainer wants to be at the end of the presentation and an understanding of each step that the trainer should take to get there at the right time. 2. Pacing: This requires a sense of rhythm and an understanding your natural speaking pattern. Do you time your pauses? Do you speak fluently or haltingly? Are you speaking too fast or too slow? EVALUATION AND FEED BACK Using evaluations can help trainers to improve existing training courses and plan future training. Follow-up and support can help to ensure that participants use the skills they have learnt in their everyday work. Evaluation is also crucial for providing further information about future training. If your training has been well received and has resulted in positive changes in how people do their jobs, then it has clearly been a success and is worth repeating. On the other hand, if participants say they did not like the training and it has no effect on how they do their jobs, then the training needs to be changed. Sometimes evaluating training also might result in further new training needs being identified. Here are some questions to ask when evaluating a training: Did you (the trainer) think the training went well? Did participants enjoy the training? Did participants learn from the training? Can they clearly describe what they have learned and think of ways to apply what they have learned? Has the training changed how participants do their jobs? The evaluation methods we look at in this manual are ways of asking some of these questions. Evaluation can take place during a course, either at the end of a session or at the end of a course. Participants can provide their opinions by filling in questionnaires or having a short discussion about what they have learnt. Trainers can use these to assess whether the learning objectives have been met. Using a questionnaire at the end of the course gives participants the chance to reflect on a series of sessions. The success of on-the-job application of the training, as well as the program itself, is then communicated to the organization whose employees or volunteers have participated in the training. 14
  31. 31. PART - 2 Gender Concepts, Gender Equality and Green Jobs Role of ILO in Gender Equality & Mainstreaming
  32. 32. Session 1: Understanding the Gender Concepts 17
  33. 33. Session 1: Understanding the Gender Concepts Introduction: This session will introduce the basic concepts of gender, gender issues and the reasoning behind these concepts and issues. Objectives: This session will: ? Introduce the key concepts of gender, why and how gender issues arise, and how gender equality can be attained; ? Introduce the concept of a gender lens through which participants may review socio-economic development; ? Help participants clarify their personal beliefs about the roles of men and women; ? Discuss the difference between sex and gender Duration: 90 minutes Material: Multimedia projector and screen, written instructions, paper and pencils, a small prize for winner(s), paper and masking tape, Handouts # 1,2,3,4,5,6 and 7 Methodology: Case Study; Exercise; Presentation; Plenary Discussion Preparation before Training: ? Prepare Photocopies of the Handouts ? Activity Instructions ? Prepare Power Point Slides Expected Results: Participants have sufficient knowledge and a clear idea of the basic concepts behind the word Gender and the issues linked to it. 19
  34. 34. Process / Steps: Generating Interest in Topic 1. Ask participants to share their knowledge regarding the commonly known word Gender . 2. Note all the points on the flip chart and facilitate to finalize the definition of gender. 3. Engage participants in an drawing game activity. Distribute written instructions (prepared ahead of time) that they are to read silently about the required illustration. Tell them that they are not allowed to ask questions. Activity Instructions: Think of a farming community you know, maybe your village. Now imagine a farmer working in a farm or a field. Draw that farmer with the background scenery as you like. Try to be as realistic as you can in illustrating clothing, hats, farming implements and activities. After finishing the picture, please write down the farmer s name and your name. 4. Invite participants to paste their drawings on the wall to observe the characteristics of men and women. 5. Conclude by saying that the drawings represent the participants subconscious views about farm work and farming. Calculate the percentage of drawings in which the farmer is described as a woman, as opposed to the percentage that show the farmer as a man and share this information with the group. (Typically there will be many more depictions of farmers as men than there are of women.) 6. Once both lists have been reviewed, reverse the headings, so that what was man becomes woman , and what was woman becomes man . Now again ask participants if the characteristic under the new columns still apply. Generate a lively discussion pointing out that while most traits and characteristics apply to both men and women, there are some which don t, i.e. breast feeding and child bearing for women, and having a beard and a deep voice for man. Explain that sex is determined on the basis of the biological characteristics of men and women, (e.g. when on a form or passport you are asked to specify sex ). Trainers Notes: Hints for the conclusion for statement # 1 This exercise is about our own opinions. There is no right or wrong answer. One thing to remember, however, is that when we refer to women as flowers, we are only talking about one of women's multifaceted roles. By ignoring women's role as producers, we may be perpetuating a view that devalues women's contributions. Trainers Notes: Hints for the conclusion for statement # 2 Sex should not be a determining factor of a person's ability to function well in a job. Except for a few tasks that require particularly hard physical labor, there is no proven physical reason why women cannot be good engineers. Similarly, there is no reason to believe that certain jobs or tasks should be reserved for women, such as dressmaking or making artificial flowers. On the contrary, if these tasks all go to women, men who might excel in these endeavors will be deprived of the opportunity to do so. Trainers Notes: Hints for the conclusion for statement # 3 Women are child bearers and breast feeders. Their natural (biological) parenting skills stop there. Skills are acquired early in life, through looking after siblings, nieces, nephews, etc. Therefore, to say that only women can look after children would be misleading. In fact, women who take good care of children do so because 20
  35. 35. they have had a lot of "workshop" experience from an early age. Boys could also benefit from participating in caring for younger children. Most importantly, when men take an active part in childcare they develop good qualities, such as tenderness and patience, and experience the real joy of fatherhood. Trainers Notes: Hints for the conclusion for statement # 4 Experience has shown that in families where women and men respect each other and share leadership, mutual respect and happy family life result. Some women excel in traditionally male domains. Some men are inclined toward activities traditionally reserved for woman. Rigid definitions for men's versus women's work are unnecessary and unnatural. It makes sense to train women to be leaders so that they will be capable of sharing this important responsibility with men. 7. Tell participants that they will do another activity for better understanding. Tape a sheet of paper marked AGREE on one wall of the room and a sheet marked DISAGREE on the opposite side of the room. Tell the participants that you will be reading aloud a series of statements about the roles and status of women. As each statement is read, participants are to decide whether they agree or disagree and move quickly to the wall that indicates the opinion they favour. Those groups together under the same sign will discuss their reasons for agreeing or disagreeing and appoint a reporter to share their reasons with the other groups. 8. Read the first statement and point to it on the slide. The participants should decide whether they agree or disagree and move to the appropriate wall. Allow about 5 minutes for the group to discuss their positions among themselves, and then have the reporter from each group present the reasons that support the group s position. A debate of about 10 minutes should follow. The list of statements and a sample of arguments for and against each one are provided in Handout # 1-5 9. To conclude this activity/exercise, point out that the statements, like the ones presented, reflect the beliefs of members of the general population about the roles and status of men and women, and that an individual s beliefs are generally influenced by traditional societal views. However, society is constantly changing, and the roles and status of women are changing with it. When talking about women it is important to remember that women are people with potential and limitations just like men. It is time to pause and reconsider the status of women and men in today's society and the value of the roles they are assigned 10. Present the video http://www.youtube.com/watch?v=YiwWS2atEmc (Courtesy Youtube) and ask participants to analyze their understanding of the difference between sex and gender, based on this video. 11. Present the Video http://www.youtube.com/watch?v=pF1j22x-yU8 (Courtesy Youtube) and ask participants to analyze their understanding of the predefined roles of men and women and the role of the society in determining those roles. 12. Distribute Handout #6 and facilitate a discussion about what each of these terms means. Make sure participants understand that characteristics based on sex are true of all members of that sex and are usually unchangeable, while characteristics based on gender are usually not true of all members of a given sex and are typically things that can be changed. Finally, tell participants to review Handout #7 and make any changes they want, to their initial responses. Then give the correct answers. 13. Show the participants the video http://www.youtube.com/watch?v=1kLHZ2xGmUk&feature=related (Courtesy Youtube) 14. Ask participants where they first acquired instructions about what they can do, what they can wear and how they can and should behave as a man or a woman. Brainstorm the list of institutions that do this, and briefly cover some of the key messages promoted by each institution: 21
  36. 36. Family and Mohallah (neighbourhood) Parents and parental figures give messages such as: do not talk too much; do not ask questions; girls should not be given independence; boys must learn well so that they can get a job to support their parents. Political and Legal Most decision-making systems such as the panchayat (a village council), are generally male dominated, giving a message that decision-making is a man s role. Similarly, evidence from two women is equal to that of one man, thus elevating the status and worth of men. School Books Books show visual images of what a girl/woman can/cannot do and what a boy/man can/cannot do, what a girl/woman can have and what a boy/man can have, e.g. books such as Banoo ka Ghar and Dara ka Gaon . Workplace These are male dominated environments, where men generally make the rules and decide who will do what, and who will have what. In many offices, there are very few facilities (toilets, computers, telephone), and of what is available, hardly any are reserved for women and their specific needs, thus signaling that these are not places where women belong. Religious Institutions Through their interpretation of the Quran, such institutions influence society s thinking about the status of women in relation to men. Properly informed institutions can make appropriate changes in the society for women as per the enormous rights given to women in Islam. Media (songs, radio, poems, TV) The media project an image of a man and woman. Through songs, dramas, advertisements, talk shows it builds the image of a good man and a good woman. 22
  37. 37. HANDOUT #1 STATEMENTS ABOUT WOMEN 1. "Women are flowers of the world" 2. "Women can be as good engineers as men" 3. "Men can take care of babies as well as women can" Men are the elephant's front legs, and women are its hind legs" 23
  38. 38. HANDOUT #2 "Women are the Flowers of the World" Agree Disagree Women are like flowers.They attract By saying women are flowers, we reduce many people by their different styles of them to mere decorative items with no real dress similar to flowers (with their value, except to be seen and admired. different forms and colors). Women have multifaceted roles to perform. Women are beautiful in every way. These roles are very important for the survival of a family and society.They must not be ignored. Women play an important reproductive Women also have a productive role and roles like flowers. support the family economically. Without women, the world would be a very dull place. Women are multi -talented; they can be roots, stems, leaves, branches, etc.; not just flowers. Women ma ke life pleasant for the family as do flowers, which bring s pleasure to on a pedestal, be confined and fade away. those who see them. 24 If women were flowers, they would be put They would not have a chance to grow.
  39. 39. HANDOUT #3 "Women Can Be As Good Engineers as Men" Agree Disagree Women are careful and good at Women are not technologically detailed work. inclined by nature. In some countries, women make up Engineering takes a lot of intelligence almost half of the total number of and concentration. It is too engineers. complicated for women. Given equal opportunities for The work is too hard, and women are education and workshop, women can physically weaker than men. be as successful as men. Some women are engineers and Women's nature is not conducive to function well.T here is no reason to engineering work.That's why there believe that this job is "unnatural" to are not many women engineers. women. Given enough role models for women, there will surely be more women engineers. 25
  40. 40. HANDOUT #4 ''Men Can Take Care of Babies as Well as Women Can Agree If a man wants to and gets an Disagree Women are good at childcare because opportunity to learn to raise they have so much experience caring for babies, he can be good at it. other people's children before they have their own. Men typically do not have that opportunity Intensive involvement of men in Women have natural maternal instincts. child rearing will help children Only women can breastfeed. become more balanced. More and more men are taking By carrying the baby for nine months, care of young children and mothers have a closer natural link with the doing a good job.This can be baby. done! As more women work outside Men have not and cannot develop the the home, it will become gentleness and sensitivity required in necessary for more men to help raising children. raise children. 26
  41. 41. HANDOUT #5 ''Men are the Elephant's Front Legs, and Women are its Hind Legs Agree Disagree Men are heads of their families. Nowadays more and more women earn their They earn an income to support own income and support families.Their their families. contribution to the well-being of the family is as important as that of men. Fathers and mothers need mutual support like an elephant that cannot walk on its front or hind legs alone. Men are better at making Women have been Prime Ministers of nations decisions. and good leaders in many other areas; there just aren't enough of them. Women are weaker, so men If women were inherently inferior, we would should take the lead to protect never have examples of women with initiative them. and courage. Men are freer to go around and Limited mobility of women comes with culture. therefore more equipped to In many societies, this limitation has decreased. lead. Women have shown they can be in control of their movement and available to perform their tasks. Men are physically stronger. Some tasks are too physically demanding for women. But women have been active in wars alongside men. 27
  42. 42. Information to Share HANDOUT # 6 Sex versus Gender Sex Gender roles are created by societies: they are not biological and they vary from generation to generation, time to time and culture to culture. Sex identifies the biological differences between women and men. Gender Gender is the culturally-specific set of characteristics that explains the social behavior of women and men and the RELATIONSHIP between them, hence it is not a simple reference towards the masculinity or femininity but to the socially constructed relationship between them. Gender is an analytical tool for understanding social processes. Gender refers to the economic, social and cultural attributes and opportunities associated with being male or female. Gender differs from sex in that it is social and cultural, rather than biological. Gender attributes differ from society to society, and change over time. Gender attributes are shaped by the economy, by religion, by culture and by traditional values. Distinction between Sex and Gender Sex Universal Different Unchanging Dynamic Given Learned Biologically Determined 28 Gender Socially Constructed
  43. 43. HANDOUT # 7 Gender versus Sex: An Analytical Tool Many people confuse the terms "sex" and "gender" or aren't sure about the exact meaning. This tool is designed to help us reach a simple, common understanding of the two terms. Without going into the truth or falseness of the statements below, indicate next to each whether you believe it to be about sex or about gender. Place a tick in the appropriate box. Statement 1. 2. Women earn less money than men do Men can't cook 3. Women have larger breasts than men 4. A husband cannot follow his wife 5. Girls drop out of school more than boys do 6. In most Pakistani traditions, women do not own land. 7. A man is the head of the household 8. It is not the job of the father to change nappies 9. Gender Sex Men don't cry 10. Girls dress in pink, boys dress in blue 11. A wife cannot initiate sex with her husband 12. Women menstruate, men don't 13. There are more male leaders than female leaders 14. A girl cannot propose marriage to a boy 15. Women cannot be religious leaders 16. Women are natural child care provider s 17. There are more male miners than female mi ners 18. A man cannot get pregnant 19. The man is the breadwinner 20. Men make good doctors, women make good nurses 29
  44. 44. Session 2: ILO’s Role in Promoting Gender Equality at Workplace 30
  45. 45. Tile of Session: ILO s Role in Promoting Gender Equality at the Workplace Introduction This session intends to focus on the basic concept of gender equality and the efforts made by the ILO to ensure that gender equality is maintained at the workplace globally and within Pakistan. Objectives To introduce participants to the ILO s agenda to promote gender equality at workplace and the efforts m a d e through different Conventions and collaborations with governments at the global level and at the national level in Pakistan. ? To introduce participants to the various ILO Conventions and internationally made efforts and their implications in Pakistan and across the world. Duration 125 minutes Material Markers, Flip Charts, Handouts, Notepads and Ball Pens, Multimedia, Power Point Slides Methodology Brainstorming, demonstration, group work and interactive discussions Preparation before Training ? Prepare Photocopies of the Handouts ? Prepare Power Point Slides Expected Results Participants will be well aware of the ILO s remarkable efforts to promote and ensure gender equality at the workplace through a number of Conventions, policy reforms, seminars and collaboration with Governments. 31
  46. 46. Process: Generating Interest in Topic STEP-1: Demonstration-I (40 Minutes) 1. Introduce participants to the session title and its objectives. 2. Invite participants to generate ideas for defining gender equality through brainstorming and note important points on white board. (In this regard, appreciate practical examples from participants) 3. Present Power Point slide on the definition of gender equality at the workplace. 4. Share the ILO video on decent work http://wn.com/ILO_Asian_Decent_Work_Decade_launch_video 5. Share the current global situation of gender equality at the workplace to upgrade the participants knowledge on the issue. 6. Interactively introduce the ILO and its efforts to promote gender equality around the world 7. Invite participants to present their learning. 8. Note important points and discuss them with participants to clarify the internationally made efforts of the ILO for the sake of gender equality at the workplace. 32
  47. 47. Information to Share HANDOUT # 8: What is Gender Equality? Gender equality (also known as gender equity, gender egalitarianism, or sexual equality) is the goal of the equality of the genders or the sexes, stemming from a belief in the injustice of myriad forms of gender inequality. On the basis of the given definition, gender equality at the workplace can be defined as the provision of equal opportunities, treatment, social security and rights to all the men and women engaged in livelihood activities at their workplace, regarding their employment and family responsibilities. Equal opportunities consist of equal access for men and women in society to different activities including education, employment and health care. Equal treatment can be defined as there being no discrimination with regard to employment, vocational trainings and working conditions between men and women . This discrimination could be based on sex, colour, religion, political opinion or social origin. Regarding gender equality at workplaces specifically the following aspects are very important: Equal payment / remuneration for work of equal value Equal treatment in occupational social security schemes Equal treatment in access to employment, vocational training and promotion, and in working conditions. 33
  48. 48. HANDOUT # 9 Gender Equality: The Situation Today in the World Women make up 50 percent of the global population. In meeting the challenges of tomorrow s economy, businesses cannot afford to overlook the talents offered by this half of the population. The employment rate for women is increasing faster than that of men, especially in countries where they have traditionally had a lower rate of employment. The rate has reached 53% globally (ILO 2004), which represents 42.1% of total salaried employment (ILO 2004). However, progress in reducing gender-based employment differences for high-status jobs and compensation gaps has been considerably slower (disparity in pay is estimated to be 15% in the European Union and nearly 20% in the United States), despite the remarkable rise in women's education levels. Even more so than other sectors, the pharmaceutical industry must take advantage of the enormous pool of talent women represent, in particular women with medical and pharmacy degrees across the globe. In France, women represent 56.6% of students graduating from medical school and 66.7% of pharmacy school graduates. In Europe, only 15% of researchers in industry are women even though they receive 55% of the post-graduate degrees in this discipline (report on Women in Industrial Research). In South Asia, women have a large presence in key growth sectors, such as manufacturing and IT/IT-enabled sectors. Women are also emerging as the key work force in agriculture as men migrate in search of employment. Efforts to promote equal employment opportunities for women must be continued by combating, both directly and indirectly, the discrimination they may be victims of and by helping all employees to reconcile paid work and family responsibilities. In Pakistan, it is observed that despite significant progress over the last few years in terms of economic growth, there is still a significant gender imbalance in the labour market. Women s reported share of the national income in Pakistan is less than 20%, and their participation in the formal labour force is 22%. Women s low participation in the formal sector can be attributed to restrictions on their mobility, lack of access to productive and remunerative employment, systemic discrimination, and harassment. 34
  49. 49. HANDOUT # 10 Introduction to International Labour Organization (ILO) The International Labour Organization (ILO) is the UN specialized agency which seeks the promotion of social justice and internationally recognized human and labour rights. The ILO formulates international labour standards in the form of Conventions and Recommendations setting minimum standards for basic labour rights i.e. freedom of association, the right to organize, collective bargaining, abolition of forced labour, equality of opportunity and treatment, and other standards regulating conditions across the entire spectrum of work related issues. It provides technical assistance primarily in the fields of: 1. Vocational training and vocational rehabilitation 2. Employment policy 3. Labour administration 4. Labour law and industrial relations 5. Working conditions 6. Management development 7. Cooperatives 8. Social security 9. Labour statistics 10. Occupational safety and health. The ILO promotes the development of independent employers' and workers' organizations and provides training and advisory services. Within the UN system, the ILO has a unique structure with workers and employers participating as equal partners with Governments. The Role of the ILO ILO standards cover a wide range of social and labour problems, including basic human rights issues such as freedom of association, the abolition of forced labour and child labour and the elimination of discrimination in employment. The majority of ILO Conventions and Recommendations apply equally to both men and women. However, some are of special concern to women workers. ILO standards, which have become the catalyst for new economic and legal norms affecting working women, cover the following areas: Equality of remuneration for equal work; Discrimination in employment and occupation; Maternity protection; Workers with family responsibilities; Special measures relating to night shifts and underground work Part-time work, and other health-related issues 35
  50. 50. ILO Labour Standards of Relevance to Equal Opportunity and Treatment The ILO s standard-setting work in this area is based on two central concerns: 1. To guarantee equality of opportunity and treatment in access to training, employment, promotion, organization and decision-making, as well as securing equal conditions of remuneration, benefits, social security and welfare services provided in connection with employment. 2. 36 To protect women workers especially in relation to terms and conditions of work, occupational safety and health, and in relation to maternity.
  51. 51. HANDOUT # 11 The Strategic Objectives of ILO The organizing theme of the ILO for the period 2002-05 was putting the decent work agenda into practice i.e:. Promote and realize standards, fundamental principles and rights at work: 1. Ending child labour 2. Changing normative action Create greater opportunities for women and men to secure decent employment and income 1. Employment policy support 2. Knowledge, skills and employability 3. Employment creation Enhance the coverage and effectiveness of social protection for all 1. Social security 2. Working conditions Strengthen tripartism and social dialogue 1. Social partners 2. Governments and institutions of social dialogue Cross-cutting activities 1. Shaping the ILO agenda: Decent Work: Inter-sectoral Operational Support 2. Shaping the ILO agenda: Gender equality 3. Expanding knowledge: Statistics 4. Expanding knowledge: International Institute for Labour Studies 5. Expanding knowledge: International Training Centre of the ILO, Turin. 6. Improving awareness of ILO perspectives: External relations and partnerships 7. Improving awareness of ILO perspectives: Communications. To meet its strategic objectives, the ILO has made numerous efforts globally to promote a society which is based on gender equality, particularly at the workplace. These efforts are seen in the form of certain projects and programs. In its efforts, the ILO also signed a MoU with the FAO in September 2004, which supplements the Cooperation Agreement (1947) and subsequent agreements, updates the framework for cooperation between the two organizations in order to meet the challenges of both globalization and the internationally 37
  52. 52. agreed global development agenda, in particular the Millennium Development Goals (MDGs), and to enhance the effectiveness of the support provided by the two organizations to their members. Pakistan has been a Member Country of the ILO since its independence in 1947. Pakistan's tripartite delegation consisting of Representatives of its Government through the Ministry of Labour, Manpower, and Overseas Pakistanis, the Employers Association by Mr. Ashraf W. Tabani and the Workers Federations by Mr. Khurshid Ahmed, have been participating in the International Labour Conference of the ILO held in its headquarters in Geneva each year. Internationally, some of the ILO s efforts to promote gender equality at workplaces are: 1. Technical Cooperation Projects of the ILO At its 292nd session in March 2005, the ILO Governing Body requested the Director-General to: Increase, through technical cooperation, the capacity of ILO constituents and implementing partners to promote gender equality in the world of work . Technical cooperation is a principle means of action for achieving Decent Work outcomes and realizing the Decent Work Agenda at the country level. GENDER, which is the ILO Bureau for Gender Equality, implements technical cooperation projects in partnership with the ILO Gender Network to support capacity building of constituents on gender mainstreaming, conduct participatory gender audits and expand the ILO s global knowledge base on gender issues in the world of work. GENDER works with the Partnerships and Development Cooperation Department (PARDEV) to help ensure that gender equality is addressed in the policy orientation and operational aspects of all technical cooperation projects, as well as in partnership agreements with donors. This is in accordance with the objectives of the 2008 Declaration on Social Justice for Fair Globalization. Through knowledge-sharing initiatives, tools development and capacity building with the International Training Center, based in Turin, GENDER works to ensure that ILO constituents and staff members are better equipped to mainstream gender in the design and delivery of technical cooperation projects and programmes, including Decent Work Country Programmes (DWCPs). 2. ILO Toolkit for Mainstreaming Employment and Decent Work: Geneva (2007) Decent work has been defined by the ILO and endorsed by the international community as being productive work for women and men in conditions of freedom, equity, security and human dignity. Decent work involves opportunities for work which are productive and deliver a fair income; provide security in the workplace and social protection for workers and their families; offer better prospects for personal development and encourage social integration; give people the freedom to express their concerns, to organize and to participate in decisions that affect their lives; and guarantee equal opportunities and equal treatment for all. The Decent Work Agenda is a balanced and integrated programmatic approach to pursuing the objectives of full and productive employment and decent work for all at the global, regional, national, sectoral and local levels. It comprises four pillars, namely: Employment creation and enterprise development; 38
  53. 53. Social protection; Standards and rights at work; Governance and social dialogue. The Toolkit for Mainstreaming Employment and Decent Work will be instrumental in fostering greater policy coherence and convergence across the broad range of interlinked actions of the multilateral system, in line with the international agenda agreed globally and subscribed to by all member countries. The Toolkit is designed to be a lens that agencies can look through to see how their policies, strategies, programmes and activities are interlinked with employment and decent work outcomes and how the agencies can enhance these outcomes by taking full account of the implications of their policies, strategies, programmes and activities for employment and decent work during the design stage, as well as while advising, assisting countries and constituents with regard to their adoption and implementation. The approach of the Toolkit is very similar to that adopted during the gender mainstreaming process in that it provides the user with a checklist of questions to raise awareness of the inter-linkages between decent work and the different themes and policy domains of the respective agencies. The objective of the Toolkit is to facilitate the assessment of linkages and the realization of the potential contribution of the policies, strategies, programmes and activities of the international agencies, individually and collectively, in terms of their employment and decent work outcomes. The Toolkit contains a list of key questions organized according to the four pillars of the Decent Work Agenda. 3. Gender Audit Manual in India (2008) The ILO developed a Gender Audit Manual for Promotion of Gender Equality at the Workplace at New Delhi, India on July 11, 2008. There is an acknowledgement that women are the backbone of the economies in South Asia. This is also reflected in the 11th Five Year Plan of India, which hails women as agents of economic and social growth. Both employers and Organizations have a significant role in ensuring that the jobs created are of good quality, productive and provide equal opportunities for both women and men. To this end, employers are increasing their efforts to create gender sensitive workplaces to help employees maximize their potential and productivity. One of the methods adopted by the ILO for promoting gender sensitive workplaces is a Participatory Gender Audit, which enables the audited unit to develop its capacity to fully understand the gender dimensions at work. Following the launch, the Council of Indian Employers (CIE), including the Standing Conference of Public Sector Enterprises (SCOPE), along with Employers and Organizations from Bangladesh and Nepal and civil society organizations in South Asia, participated in the panel discussion on the role of Gender Audits and Workplace Gender Equality Promotion. The discussion included ideas on how to promote a gender sensitive workplace. 4. Gender Equality for Decent Employment in Pakistan (2010-2014) This project, funded by the Canadian International Development Agency (CIDA), aims to promote employment and non-discrimination in the labour market for women in Pakistan. It aims to improve skills training and develop practical programmes to enhance women s ability to access 39

×